I love that young man.
Thursday, May 26, 2011
Do not be conformed to this world...
Friday, October 15, 2010
What are those pesky Carnegie Units and what do they mean to me?
Traditionally, a Carnegie Unit equalled an hour of instruction or study in a particular subject. American schools are typically in session for 180 days each school year, so a Carnegie Credit (at its original conception) equalled 180 hours of instruction or study.
Over the years many things have factored into a reconfiguring of what a Carnegie Credit means - so much so that it is fair to say that the Carnegie Unit really no longer exists, but the system does provide a framework by which a homeschooling family can easily figure credits according to time spent on task in a particular subject.
So starting with the idea that the Carnegie Unit equals 1 hour and a Carnegie Credit equals 180 hours we begin.
In today's "traditional" classroom, an hour is really not 60 minutes. Instructional time (which we'll call a classroom hour) can be anywhere from 45 - 50 minutes long depending on the school, the district and even the state. We'll go with a 50-minute hour because that's easy enough.
So here we go....
To figure how many 60-minute hours one should count for a credit, you take 180 times 50 (which, again, is how long an actual class-hour really is) and divide that number (9000 minutes) by 60. This tells you how many real hours you need to count. So in a traditional school that uses Carnegie units to figure credits, students are realistically only putting in 150 60-minute hours a year. To follow the letter of the Carnegie "law" you only need to account for 150 hours.
But of course, traditional schools apply flexibility to their formulas for figuring a credit hour, so it should not daunt the homeschooler to consider the many variations by which this 150 hours can be accounted for. But before you get too hung up on accounting for 150 hours, let's take a closer look.
You can consider that those 50-minute hours are not ALL really spent on task every day. Most classes need to take attendance and have some amount of time devoted on a regular basis to typical administrative tasks. After reading yesterday's newspaper I can see that every teacher of every class has to spend at least a few seconds telling students they need to put their i-pods and cell-phones away. You might also consider that most classes have at least one student asking an impertinent question or two or contributing to the discussion in such a way as to distract the class from the task at hand. Let's face it, discipline in the classroom probably costs at least a few minutes of many class periods.
You can think of all sorts of other scenarios and most of us, if we are honest, would have to conclude that there is no way that most classes are spent on-task for the full 50 minutes they are scheduled. And that doesn't even account for movie days or days when an unprepared substitute fills in and little to nothing productive happens.
SO, if you want to be generous and figure that traditionally-schooled students are conscientiously spending a minimum of 40-45 minutes each day in each class devoted to academics, you can do the math above to see that 120-135 hours/year/subject is closer to the what a typical public highschool student is offered in instruction (or teacher-contact time). Notice I didn't say it was actually productive time, it's simply instructional time offered for the taking by whatever students choose to do so.
Let me be very clear here before going on. I am not suggesting that a traditional classroom and the actual amount of time spent "on task" there is any kind of standard for a homeschooler. My point is to help the homeschooler gain some perspective and freedom in how the whole concept of credits may be viewed. My hope is that homeschoolers can become less concerned about time spent on task, and more concerned about the process and quality of learning that is actually going on.
But since this is a post about how a homeschooler might use the Carnegie credit system (which is supposed to be a non-subjective system for granting credit to secondary school students), let's look at that.
If you, as a homeschooler, are counting actual instruction/contact/work time, you ought to be able to recognize that your student's on-task time is probably much more productive than the average public school student's on-task time. And you should feel some freedom and flexibility in what you count toward credit. Personally, when I'm figuring credits based on time spent, I do a rough computation of how much time my sons spend on task, and at the same time weigh how proficient they have become in the subject matter they were to have covered. Again, putting in the time is not the goal. Learning is.
And on that note, I award credit where credit is due. The Carnegie system for figuring credits has evolved into something much more subjective than it originally was intended to be. In fact, the Carnegie system was designed to streamline the accounting process and remove subjectivity regarding evaluating whether a student was worthy to be given credit for work completed.
Subjectivity is unavoidable and I'm good with that. The goal is gaining an education, but colleges need a simple way to judge whether or not an education was got. While the credit system has become subjective to some degree, if you're wanting to grant credit according to time spent on-task with a particular subject the above explanation will hopefully help you see your way to doing so.
Elsewhere here I have written about various other ways to legitimately grant high school credit to your home schooled student. You will, undoubtedly, want to make use of more than one system for granting credit - quite simply because homeschooling provides opportunity for a variety of ways to achieve an education. Let your system of accounting reflect that.
Additional resources:
http://homeschoolheartline.blogspot.com/2008/02/figuring-highschool-credits-for.html
http://www.uta.fi/FAST/US5/REF/carnegie.html
http://www.hslda.org/highschool/docs/EvaluatingCredits.asp
Over the years many things have factored into a reconfiguring of what a Carnegie Credit means - so much so that it is fair to say that the Carnegie Unit really no longer exists, but the system does provide a framework by which a homeschooling family can easily figure credits according to time spent on task in a particular subject.
So starting with the idea that the Carnegie Unit equals 1 hour and a Carnegie Credit equals 180 hours we begin.
In today's "traditional" classroom, an hour is really not 60 minutes. Instructional time (which we'll call a classroom hour) can be anywhere from 45 - 50 minutes long depending on the school, the district and even the state. We'll go with a 50-minute hour because that's easy enough.
So here we go....
To figure how many 60-minute hours one should count for a credit, you take 180 times 50 (which, again, is how long an actual class-hour really is) and divide that number (9000 minutes) by 60. This tells you how many real hours you need to count. So in a traditional school that uses Carnegie units to figure credits, students are realistically only putting in 150 60-minute hours a year. To follow the letter of the Carnegie "law" you only need to account for 150 hours.
But of course, traditional schools apply flexibility to their formulas for figuring a credit hour, so it should not daunt the homeschooler to consider the many variations by which this 150 hours can be accounted for. But before you get too hung up on accounting for 150 hours, let's take a closer look.
You can consider that those 50-minute hours are not ALL really spent on task every day. Most classes need to take attendance and have some amount of time devoted on a regular basis to typical administrative tasks. After reading yesterday's newspaper I can see that every teacher of every class has to spend at least a few seconds telling students they need to put their i-pods and cell-phones away. You might also consider that most classes have at least one student asking an impertinent question or two or contributing to the discussion in such a way as to distract the class from the task at hand. Let's face it, discipline in the classroom probably costs at least a few minutes of many class periods.
You can think of all sorts of other scenarios and most of us, if we are honest, would have to conclude that there is no way that most classes are spent on-task for the full 50 minutes they are scheduled. And that doesn't even account for movie days or days when an unprepared substitute fills in and little to nothing productive happens.
SO, if you want to be generous and figure that traditionally-schooled students are conscientiously spending a minimum of 40-45 minutes each day in each class devoted to academics, you can do the math above to see that 120-135 hours/year/subject is closer to the what a typical public highschool student is offered in instruction (or teacher-contact time). Notice I didn't say it was actually productive time, it's simply instructional time offered for the taking by whatever students choose to do so.
Let me be very clear here before going on. I am not suggesting that a traditional classroom and the actual amount of time spent "on task" there is any kind of standard for a homeschooler. My point is to help the homeschooler gain some perspective and freedom in how the whole concept of credits may be viewed. My hope is that homeschoolers can become less concerned about time spent on task, and more concerned about the process and quality of learning that is actually going on.
But since this is a post about how a homeschooler might use the Carnegie credit system (which is supposed to be a non-subjective system for granting credit to secondary school students), let's look at that.
If you, as a homeschooler, are counting actual instruction/contact/work time, you ought to be able to recognize that your student's on-task time is probably much more productive than the average public school student's on-task time. And you should feel some freedom and flexibility in what you count toward credit. Personally, when I'm figuring credits based on time spent, I do a rough computation of how much time my sons spend on task, and at the same time weigh how proficient they have become in the subject matter they were to have covered. Again, putting in the time is not the goal. Learning is.
And on that note, I award credit where credit is due. The Carnegie system for figuring credits has evolved into something much more subjective than it originally was intended to be. In fact, the Carnegie system was designed to streamline the accounting process and remove subjectivity regarding evaluating whether a student was worthy to be given credit for work completed.
Subjectivity is unavoidable and I'm good with that. The goal is gaining an education, but colleges need a simple way to judge whether or not an education was got. While the credit system has become subjective to some degree, if you're wanting to grant credit according to time spent on-task with a particular subject the above explanation will hopefully help you see your way to doing so.
Elsewhere here I have written about various other ways to legitimately grant high school credit to your home schooled student. You will, undoubtedly, want to make use of more than one system for granting credit - quite simply because homeschooling provides opportunity for a variety of ways to achieve an education. Let your system of accounting reflect that.
Additional resources:
http://homeschoolheartline.blogspot.com/2008/02/figuring-highschool-credits-for.html
http://www.uta.fi/FAST/US5/REF/carnegie.html
http://www.hslda.org/highschool/docs/EvaluatingCredits.asp
Thursday, October 14, 2010
Sunday, September 20, 2009
Story Telling
Below are links to some excellent examples for public speaking students to model their final assignment after. Note the differences in Sarris's and Camillera's style in telling the same story. Both are telling the stories directly from scripture, but Camillera embellishes or uses more modern words at times. John Walsh simply retells the Bible story in his own words.
John Walsh - The Call of Abraham
George W. Sarris (videos at Engage the Culture)
Elijah and the prophets of Baal
Abraham and Isaac (story begins at 1:42)
The Backyard Bard - Simon Camillera (Elijah and the prophets of Baal)
John Walsh - The Call of Abraham
George W. Sarris (videos at Engage the Culture)
Elijah and the prophets of Baal
Abraham and Isaac (story begins at 1:42)
The Backyard Bard - Simon Camillera (Elijah and the prophets of Baal)
Monday, August 31, 2009
Public Speaking
Following are some videos to use in this week's Public Speaking class:
Embolalia:
Pick the errors:
10 Presentation Mistakes (not the best in presentations, but the points are great):
Winston Churchill - 'Now We are Masters of Our Fate' speech
1940 speech excerpt
Embolalia:
Pick the errors:
10 Presentation Mistakes (not the best in presentations, but the points are great):
Winston Churchill - 'Now We are Masters of Our Fate' speech
1940 speech excerpt
Wednesday, February 4, 2009
An Inside Look
I was invited to participate in an interview on Debbie Harbeson's Homeschooling: Freedom and Fun For Your Family blog and since I haven't written about homeschooling in a while, I thought I'd better get some mileage out of this interview and post it here. After reading my responses, go visit Debbie's blog and see what other Indiana Homeschoolers had to say about homeschooling.
1. How long have you been homeschooling (or if finished, how long did you homeschool)?
We've homeschooled since fall of 1994, so that makes this our 15th year of homeschooling. Wow! The times flies when you're having fun (and when you're not, for that matter).
2. One of the main benefits of homeschooling is the freedom and flexibility it allows. Can you give us a few examples of how this freedom and flexibility benefited your family?
Well, when we first began homeschooling my husband traveled for his job - a lot. Homeschooling allowed us to occasionally travel with him, but even when we stayed home it was nice to have flexibility in our schedules so the boys could enjoy spending time with their dad when he was home. When his scheduled flexed ours flexed. We could take a day (or week) off school without getting special permission, or stay up late enjoying an activity together and not worry about being too tired in the morning. And a perfect snow day for us is when we get to go sledding on a fresh hill while the other kids are in school. ;^) We used to live in a subdivision built around a golf course and boy did we have some great sledding hills!
1. How long have you been homeschooling (or if finished, how long did you homeschool)?
We've homeschooled since fall of 1994, so that makes this our 15th year of homeschooling. Wow! The times flies when you're having fun (and when you're not, for that matter).
2. One of the main benefits of homeschooling is the freedom and flexibility it allows. Can you give us a few examples of how this freedom and flexibility benefited your family?
Well, when we first began homeschooling my husband traveled for his job - a lot. Homeschooling allowed us to occasionally travel with him, but even when we stayed home it was nice to have flexibility in our schedules so the boys could enjoy spending time with their dad when he was home. When his scheduled flexed ours flexed. We could take a day (or week) off school without getting special permission, or stay up late enjoying an activity together and not worry about being too tired in the morning. And a perfect snow day for us is when we get to go sledding on a fresh hill while the other kids are in school. ;^) We used to live in a subdivision built around a golf course and boy did we have some great sledding hills!
While we did have some great sledding hills on that golf course near Huntington, IN, this picture is taken at Provence Park in Franklin. Youngs Creek is at the bottom of the hill. Getting oneself stopped before taking a bath is part of the thrill of sledding here.
Freedom and flexibility have also been enjoyed in the area of academics. Our oldest was advanced academically and homeschooling allowed him to progress at his speed in whatever areas that interested him. He was a math whiz and taught himself to read before age 3. He was a unique package -- being academically gifted, but at the same time socially immature -- and we easily concluded that traditional school wasn't a good option for him when he was old enough for Kindergarten.
By highschool, he was enjoying participating in math competitions (and he even won a few ;^). Then, just as we were settling into our expectations that he would pursue a career in math, this son decided he enjoyed writing and he began creating a LOTR parody. He says he's embarrassed of it today, but I believe it was the freedom he had to spend hours writing it, sending installments to peers for their enjoyment and getting all sorts of kudos from people, that served as the very thing that encouraged him to keep on with it.
His love for the written word was nurtured naturally - through reading and writing to his heart's content. By the time he graduated from highschool he decided he wanted to pursue a career in writing and is now in a liberal arts college program studying the many aspects of professional writing - and we continue to be awed by his natural gift for the written word. (Update in 2014: Nathan graduated with honors from Taylor University.)
Another son had some learning issues early on and homeschooling has benefited him in that he too could progress at his own speed without the burden of negative labels he, no doubt, would have received had he been in a traditional school environment. Highschool for this son is looking different than it did for our oldest, but we are just as much in awe of his natural bents as we were of his older brother's. This son enjoys having plenty of time to explore the mechanics of things - taking apart things that are broken and fixing them and sometimes fashioning new items altogether. Backyard Ballistics was written for this son! This son also enjoys sports and has always been involved somehow - this past year he was on a first-year homeschool soccer team in this area and he excelled. (Update in 2017: Joel graduated from IUPUC with a degree in Mechanical Engineering - no surprise there.)
(Update on youngest son: Don't know why I didn't mention our youngest son in this section in the original article, but Ben graduated with honors from IUPUI in 2018 with a degree in Public Safety Management.)
For all our sons, we take advantage of non-traditional educational activities to learn valuable (and sometimes fun) skills and gain knowledge that will be useful both now and in their adult lives. I have enjoyed the freedom to determine when those activities qualify for credit on a highschool transcript.
Some examples of these non-traditional learning activities have been:
The book my son wrote, edited and shared with others, combined with other writing and learning opportunities, translated to a year's worth of English credit in 10th grade. The course was called Creative Writing.
A 10-week clown class and subsequent involvement in clown ministry as well as participation in several significant dramas earned my son a credit in dramatic arts.
Ben finds a couple "Letter Boxes" less than a mile from our home
Our second son is a military history buff. He has watched hours of documentaries on military history and armament and has read many books and articles about different wars. He builds models of different military vehicles and exhibits them in 4-H (at least one went to State Fair). These are things he has done over the course of his highschool career and when I decide he's done enough, I will be granting him a year's worth of credit for Military History. Who knows how this particular self-driven study will benefit him some day?
This son is also a natural musician and we love hearing him play his guitar for as long as he desires to. Having the time to work a part-time job enables this son to upgrade his instrument inventory when he wants to be challenged by something new.
Credit for Physical Education is granted through participation in many, many activities -- basketball, soccer, 4-H shooting sports, bowling, weight-lifting, golf, cycling, spelunking -- literally anything that exposes our sons to physical activities that they can enjoy into their adult lives.
3. Another benefit of homeschooling is the fun factor. Can you give us a few examples of some especially fun times you had as a result of homeschooling?
Oh, I think going places together -- especially when the boys were younger (either with a homeschool group or just our family). Just as a sampling:
Seyfert's potato chip factory in Ft. Wayne was a hoot.
We've learned Indiana History not just by reading about it, but by traveling and visiting historical sites and living history museums when we can.
When traveling west to South Dakota and Colorado to visit family, we took in historical sites along the way and seeing awesome landforms was a great experience for these flat-landers.
Joel and Ben admiring the iguanas at the Indianapolis Zoo
Traveling south to Tennessee and visiting Civil War sites and the Chattanooga Aquarium was also memorable.
Even stopping into antique stores is an opportunity to learn about a different time period.
And being able to do these things during off seasons greatly adds to the enjoyment factor for this family. No lines! We all know homeschoolers don't know how to stand in lines anyway - thankfully we're not tested on this skill very often.
At the Fort Wayne Children's Zoo. One of our favorite field trips when we lived in Huntington.
Another great thing about homeschooling has been participating in our local homeschool group. Each year our group decides on a theme and we read books and engage in monthly activities to bring that theme to life. We've studied the Civil War, Christian Military Heroes, Jewish Feasts and Holidays, Pioneer Days, Inventors -- just to name a few.
When studying Medieval times we enjoyed attending a dress rehearsal for a madrigal dinner put on by IU students - full dress, full props. Instead of mutton and wild game, we feasted on peanut butter and jelly sandwiches while the actors performed around us and drew us into the drama just as if we'd bought expensive tickets and been part of several hundred attending -- but we got so much more individual attention. But the most memorable event was probably meeting Steve Saint, son of slain missionary Nate Saint. He met with our group privately just a couple hours before he appeared with a Christian performer who supports his ministry. He shared with us very personally about his experience with the Waodani people (or Auca) in South America. It was awesome and life-changing -- and had we not had the ability to just take off on very short notice and drive to Bloomington (during a school day, no less), we would have missed it.
Our boys participate in a Teen Service group during their Jr. High and Sr. High years. They have helped with a demolition project, raked leaves and shoveled snow for seniors and others who need the help, made casseroles and have done some house painting -- just as examples. They have had a LOT of fun serving others alongside their friends and making a positive impression of homeschooling in our community.
Even hard times are made better simply because we're all together and more focused than we could possibly be if the boys were in different places and on different time schedules. When my father was ill and dying, we spent countless hours over a period of several months driving the 30 minutes one way to go visit with him several times a week -- the boys often playing with fun things in the facility where he was cared for. We have some good memories of this time (and great pictures.) Had they been in a traditional school, it would have been impossible to spend the amount of quality time with Dad (Grandpa) that we did.
4. We all have funny experiences while homeschooling. Can you share one of yours with us?
Hmmm....well, we sometimes reminisce about losing a tadpole (that had just developed legs and we think escaped) in our dining room and after searching and searching we finally concluding that our youngest son (who was a crawler at the time) had probably found it and eaten it. Eeewwww, I know.
Nathan with one of the tiny frogs we grew from tadpole to adult.
We also count ourselves experienced campers now that we bought a tent and went camping as a family ONCE! We spent the night re-inflating two air mattresses that had leaks (and being thankful we didn't have neighbors). I'm sure we were in violation of the campground's quiet hours. We didn't take enough wood for the weekend, so I cooked sausages and pancakes over some pretty pitiful coals in the morning. It took about a half-hour before the pancakes were solid and edible. I'm pretty sure they dried out (as opposed to actually cooking). We took it all in stride and no one complained. But come to think about it, no one has asked to go camping since.
And once we almost left our youngest in a baby swing in our friends' country yard as we quickly packed up our picnic items to head to the 4th of July fireworks show in town. We were actually getting into our vehicles when our friends' grandmother cried, "Is somebody going to get the baby?!?"
This, would perhaps be a good time to note that I have never been nominated (or ever even entertained the notion that I might be nominated) for Mother-of-the-year.
I'm sure our funny moments are pretty typical (well, except - maybe - for eating tadpoles) and none of these things have as much to do with homeschooling as they have to with just being a family. Homeschooling is just one of the things we do as we live our lives together - bumping into each other, getting frustrated with one another, blowing it, forgiving each other and encouraging each other. Homeschooling gives us LOTS of time together to do all these things. We've not done any of it perfectly, but it's been a life I've loved.
Tuesday, January 27, 2009
Beowulf, anyone?
If you're looking to read Beowulf anytime soon, you've got to check out: Beowulf Translations dot net and Editor Eric Greatest Literature of All Time (Beowulf page) You can not only sample from a variety of translations, these sites will help you decide if you prefer reading this great story in poem form or in prose. Even if you choose to read it in prose, this site gives great background into the original poetic form this story was written in. And it will help you to not feel like such a dummy for having a hard time understanding this rich poem when trying to read an older translation.
After attempting to read it aloud (which wasn't exactly difficult, it was just a little flat), we ended up listening to a fantastic audio recording of this translation:
Excuse me, did I say it was fantastic? It was epic.
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